Body, movement and educational robotics for students with Special Educational Needs
In this paper, we present some topics to improve the use of Robotics in teaching, with a new approach of Embodied Cognitive Science (ECS) (Gomez Paloma, 2013) in order to facilitate learning of all students. The notion of simulation (Gallese, 2005b; 2009) has assumed a central role in the theories of the embodied cognition; in particular, it’s made reference to the motor simulation during the observation of objects or people performing an action, and the comprehension of a language. The learning experience with the robot is characterized as a relational experience that is essentially different from
that with a computer or another electronic device. Attention for body and movement through Robotics stimulates development of basic skills and capacity for learning, as visuo- spatial, visuo-motory and social skills; these skills are very important for students, especially for students with Special Educational Needs.
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